Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing

H. Lee Swanson

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Reading and Literacy Development Behavioral and Psychological Studies Developmental and Educational Neuropsychology

Abstract

The present article provides a meta-analysis of intervention research related to higher-order processing (i.e., problem solving) for adolescents with learning disabilities. The mean effect size (ES) for the 58 intervention studies in this synthesis was .82. 4 important findings emerged from the synthesis: (1) large ESs emerged on measures of metacognition and text understanding; (2) interventions that included instructional components that loaded on factors related to advanced organizers, new content/skills, and extended practice contributed significant variance (approximately 17%) to the magnitude of ES; (3) the magnitude of ESs was significantly higher for studies with samples meeting cutoff criteria (IQ > 85 and reading < 25th percentile) than non-cutoff score criteria; and (4) the magnitude of ES for these cutoff score studies was significantly lower for studies with discrepancies between IQ and reading than those without discrepancies. Implications related to instructional components that optimize the magnitude of outcomes are discussed.

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References

1988Statistical Methods for Meta-Analysis 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1994Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.1994Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.1994Stochastically dependent effect sizes.1992Beyond Direct Explanation: Transactional Instruction of Reading Comprehension Strategies 1994Fixed effects models.1989Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy.

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